"I want it said of me by those who knew me best, that I always plucked a thistle and planted a flower where I thought a flower would grow." --Abraham Lincoln, 16th U.S. President
Guided ReadingText and author:Children’s Quick & Easy Cookbook by Angela Wilkes
Reading Level of the text: Ages 5 & up. School Library Journal’s recommendation is grades 4-6.
Teacher READ ALOUD: Read aloud Power Point short story, emphasizing “sequencing” words (i.e., “next”, “finally.”)
Learning Objective:
ELA9RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.
ELA9W2 The student demonstrates competence in a variety of genres. The student produces technical writing that reports technical information and/or conveys ideas clearly, logically, and purposefully to a particular audience;
Learning objective assessment: Student will sequence Power Point story slides in the correct order. Student will follow the text instructions in order to produce a finished product and will create recipe cards.
Before Reading:
Tutor will show and discuss the elements of non-fiction text; discuss sequence and sequencing words as they are used within instructional non-fiction.
Tutor and tutee will set the purpose for reading the book: Francesca’s parents are hosting an outdoor cocktail party. Francesca will select a recipe from the book to make for the party; she will create and write recipe cards for her dish that will be given to each party guest as a favor.
Word Study/Vocabulary and Comprehension Strategy: recognize sequencing words by retelling, ordering. Locate and research new vocabulary words. Fluency Strategy: summarize and re-write/revise the text to suit purpose and audience. Comprehension Strategy: project-based: final product will require an understanding of reading and writing non-fiction text.
What visuals, etc. will you use to reinforce the strategy before, during, and after reading/ (A chart, art, writing, etc.) The format of the text itself, a Power Point story sequence slide show, a sequencing graphic organizer to utilize as a draft for the writing of recipe cards.
During Reading: 1). As Francesca reads the Power Point story, she will look for sequencing words that will provide clues to how to sort the story pages in order.
2). As she reads the text, Francesca will choose the recipe she wants to cook and complete the sequencing graphic organizer to save as a reference when writing her recipe card.
After Reading: 1). After reading all of the scrambled pages of the Power Point story, Francesca will re-order the slides into the correct sequence so that the story has meaning. 2). Francesca will cook her recipe, using the book as her guide. As she cooks, she will revise her sequencing graphic organizer to include any changes or additions that she finds will improve the recipe as written. She will select a recipe card template from websites that tutor has bookmarked for her; type her recipe, keeping in mind her audience and the objective: to re-write the steps of the recipe so that they are clear, understandable, engaging, and informative. She will print the recipe cards out on cardstock and give one to each party guest to take home. Follow-up assignments given to tutee: continue reading novel, Sleeping Freshmen Never Lie, with a goal of 30 minutes of reading daily, using the inner voice strategy while reading. Continue to add new words to online word wall and use 1 new word in everyday conversation and/or writing each week.
Assessment of Objective: 1). Did Francesca re-order the Power Point slides in the correct sequence, making meaning of the story? Yes, she did and was able to explain her reasoning and thought process to tutor as she did so. She made use of her recognition of sequencing words (“then”, “next”, “first”, etc.) to complete the task.
2). Francesca decided to make tiramisu. She typed up a shopping list and went to the grocery store with her mother to purchase the ingredients. (Cessica added some interesting new words to her word wall: mascarpone, fromage frais, whisk.) Tutor returned on the following day to supervise the cooking process and assist with printing and assembling the recipe cards. Cessica loved being in charge in the kitchen, and turned out a delicious tiramisu! She used reference sources (the textbook and the sequencing graphic organizer) appropriately to create a functional and attractive recipe card that will be shared with her parents’ guests. Cessica proofread her writing and used the spellcheck feature on the computer to ensure proper punctuation and grammar. She employed the elements of the text (table of contents, headings, index, glossary, introduction, symbol key, and visuals) to comprehend the instructions and information and produce her final products. Writing Sample:
Using this rubric, I scored Francesca's writing project 33/36: (5) pts. for Ideas & Content; (6) pts. for Organization; (5) pts. for Voice; (5) pts. for Word Choice; (6) pts. for Sentence Fluency; (6) pts. for Conventions.
Reflection: The practicality and energy involved in this lesson completely engaged the student. She can’t wait to try out more recipes from this book (its layout, organization, and photographs are five-star) and has asked her parents for a bookcase for her room so that she can have her own library. (YAY!) Having an authentic audience for her writing is motivating and also gives her a purpose for and practice in the skills of voice and revision. Overall, the lesson went very well and I will be putting on my thinking hat to keep the flow going!
Enrichment Activity: Field trip! This week our local bookstore (Omega Books) hosted an author book signing. The author was Mary Kay Andrews, who also writes my favorite mystery novels of all time under her real name Kathy Hogan Trocheck. Although her books are written for adults, I thought Cessica would benefit from meeting with and questioning a published author about the writing process, and broaden her horizons by exposure to the world of book lovers. Shy at first, Cessica quickly warmed up to Ms. Trocheck, who is witty, encouraging, and warm herself. Before we left, we purchased a couple of Mad Libs books for Cessica to play word games with her family.
The best children's bookstore in the Atlanta area is Little Shop of Stories in Decatur. They also have a fantastic young adult section. Events in July include a Where's Waldo contest involving numerous local Decatur businesses and a Where's Waldo party... we just might need to plan on another field trip in July!
--Abraham Lincoln, 16th U.S. President
READ 7263 Tutoring Lesson Plan Number 2
Tutor: Nancy Hart Student First Name: Francesca Grade Level: rising 9th
Instructional Reading Level Narrative: 7th grade
Instructional Reading Level Expository: 7th grade
Instructional Focus for Tutoring: reading response: fluency and comprehension, writing
Guided Reading Text and author: Children’s Quick & Easy Cookbook by Angela Wilkes
Reading Level of the text: Ages 5 & up. School Library Journal’s recommendation is grades 4-6.
Teacher READ ALOUD: Read aloud Power Point short story, emphasizing “sequencing” words (i.e., “next”, “finally.”)
Learning Objective:
ELA9RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.
ELA9W2 The student demonstrates competence in a variety of genres.
The student produces technical writing that reports technical information and/or conveys ideas clearly, logically, and purposefully to a particular audience;
Learning objective assessment:
Student will sequence Power Point story slides in the correct order.
Student will follow the text instructions in order to produce a finished product and will create recipe cards.
Before Reading:
Tutor will show and discuss the elements of non-fiction text; discuss sequence and sequencing words as they are used within instructional non-fiction.
Tutor and tutee will set the purpose for reading the book: Francesca’s parents are hosting an outdoor cocktail party. Francesca will select a recipe from the book to make for the party; she will create and write recipe cards for her dish that will be given to each party guest as a favor.
Word Study/Vocabulary and Comprehension Strategy: recognize sequencing words by retelling, ordering. Locate and research new vocabulary words.
Fluency Strategy: summarize and re-write/revise the text to suit purpose and audience.
Comprehension Strategy: project-based: final product will require an understanding of reading and writing non-fiction text.
What visuals, etc. will you use to reinforce the strategy before, during, and after reading/ (A chart, art, writing, etc.)
The format of the text itself, a Power Point story sequence slide show, a sequencing graphic organizer to utilize as a draft for the writing of recipe cards.
During Reading:
1). As Francesca reads the Power Point story, she will look for sequencing words that will provide clues to how to sort the story pages in order.
2). As she reads the text, Francesca will choose the recipe she wants to cook and complete the sequencing graphic organizer to save as a reference when writing her recipe card.
After Reading:
1). After reading all of the scrambled pages of the Power Point story, Francesca will re-order the slides into the correct sequence so that the story has meaning.
2). Francesca will cook her recipe, using the book as her guide. As she cooks, she will revise her sequencing graphic organizer to include any changes or additions that she finds will improve the recipe as written. She will select a recipe card template from websites that tutor has bookmarked for her; type her recipe, keeping in mind her audience and the objective: to re-write the steps of the recipe so that they are clear, understandable, engaging, and informative. She will print the recipe cards out on cardstock and give one to each party guest to take home.
Follow-up assignments given to tutee: continue reading novel, Sleeping Freshmen Never Lie, with a goal of 30 minutes of reading daily, using the inner voice strategy while reading. Continue to add new words to online word wall and use 1 new word in everyday conversation and/or writing each week.
Assessment of Objective:
1). Did Francesca re-order the Power Point slides in the correct sequence, making meaning of the story?
Yes, she did and was able to explain her reasoning and thought process to tutor as she did so. She made use of her recognition of sequencing words (“then”, “next”, “first”, etc.) to complete the task.
2). Francesca decided to make tiramisu. She typed up a shopping list and went to the grocery store with her mother to purchase the ingredients. (Cessica added some interesting new words to her word wall: mascarpone, fromage frais, whisk.) Tutor returned on the following day to supervise the cooking process and assist with printing and assembling the recipe cards. Cessica loved being in charge in the kitchen, and turned out a delicious tiramisu! She used reference sources (the textbook and the sequencing graphic organizer) appropriately to create a functional and attractive recipe card that will be shared with her parents’ guests. Cessica proofread her writing and used the spellcheck feature on the computer to ensure proper punctuation and grammar. She employed the elements of the text (table of contents, headings, index, glossary, introduction, symbol key, and visuals) to comprehend the instructions and information and produce her final products.
Writing Sample:
Writing Rubric:
Using this rubric, I scored Francesca's writing project 33/36: (5) pts. for Ideas & Content; (6) pts. for Organization; (5) pts. for Voice; (5) pts. for Word Choice; (6) pts. for Sentence Fluency; (6) pts. for Conventions.
Reflection: The practicality and energy involved in this lesson completely engaged the student. She can’t wait to try out more recipes from this book (its layout, organization, and photographs are five-star) and has asked her parents for a bookcase for her room so that she can have her own library. (YAY!) Having an authentic audience for her writing is motivating and also gives her a purpose for and practice in the skills of voice and revision. Overall, the lesson went very well and I will be putting on my thinking hat to keep the flow going!
Enrichment Activity: Field trip! This week our local bookstore (Omega Books) hosted an author book signing. The author was Mary Kay Andrews, who also writes my favorite mystery novels of all time under her real name Kathy Hogan Trocheck. Although her books are written for adults, I thought Cessica would benefit from meeting with and questioning a published author about the writing process, and broaden her horizons by exposure to the world of book lovers. Shy at first, Cessica quickly warmed up to Ms. Trocheck, who is witty, encouraging, and warm herself. Before we left, we purchased a couple of Mad Libs books for Cessica to play word games with her family.
The best children's bookstore in the Atlanta area is Little Shop of Stories in Decatur. They also have a fantastic young adult section. Events in July include a Where's Waldo contest involving numerous local Decatur businesses and a Where's Waldo party... we just might need to plan on another field trip in July!